This paper explores the ways in which perspectives on subject matter teaching and investments in departmental structure serve as resources or obstacles in the pursuit of more closely integrated vocational and academic goals. It does not offer a definitive set of conclusions. Rather, it relies on selected instances--conversations with teachers, comparisons of course offerings, observations of daily life in schools, and selected site reports--to suggest a provisional agenda for talk, observation, and action.
MDS-471 / July 1993
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